Conceptions, language, culture and mathematics and the New Zealand curriculum.

In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom

Engaging with issues of emotionality in mathematics teacher education for social justice

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers addressing these issues is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. Creative action methods involve a variety of dramatic, interactive and experiential tools that can promote personal and group engagement and embodied reflection. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics. Some of the possibilities and limits of using such methods are considered

Creative Thinking Ability on Mathematics of Junior High School in Palu Based on School Levels

Students’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low). Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledg

Improving The Mathematic Critical And Creative Thinking Skills In Grade 10th SMA Negeri 1 Kasihan Bantul On Mathematics Learning Through Problem-Based Learning

This research aims to describe: (1) implementation of the PBL that improve the mathematic critical and creative thinking skills and (2) improvement the mathematic critical and creative thinking skills of students with PBL. The research is Classroom Action-Research, which is consisted of two cycles. The research was conducted in SMA Negeri 1 Kasihan Bantul in August until December 2010. The subjects were all of the students in class X D which consist of 33 students. The data was obtained from observation sheet, field notes, documentation, interviews, and tests of critical and creative thinking skills in mathematics learning. The data validation has done by triangulation. The results shows that the implementation of the PBL which can improve the students’ mathematics critical and creative thinking skills consist of four steps: (1) engagement, (2) inquiry and investigation, (3) performance, and (4) debriefing. Keyword: critical thinking, creative thinking, problem based learnin

Math in Motion

Everything we know about the universe rests on the foundation of mathematics. Somehow, though, the magic of mathematics – the true power of numbers and their beautiful wildness – gets lost in math class. Children, our most magical thinkers, get turned off math in grade school and miss out on a language through which they could learn to read and change the world. VCU Math In Motion will generate a creative, dynamic STEM education initiative within the Richmond community using an innovative curriculum and a customized mobile unit to bring the beauty of math to Richmond region school children in grades 5-9, through partnerships across VCU and within the local school system

Peningkatan kemampuan berpikir kreatif matematika siswa melaui model project based learning berbantuan Ms.Excel di kelas XI SMA Asy-Syafi'iyah Internasional Medan

The purpose of this research is to analyze: (1) Is the increase creative thinking mathematics of the students who obtain a Project Based Learning model assisted by Ms.Excel higher than the ability of mathematics creativity of students who received regular learning. (2)Is there an interaction between students’ mathematics ability (high, medium, low) and model of learning to increase students’ creative thinking mathematics ability. (3) How is the students’ answering process in solving the problem of creative thinking mathematics ability in learning using Project Based Learning model assisted by Ms.Excel and regular learning. This type of research is a quasi experimental research. The data in this study were analyzed using descriptive statistical and inferential analysis. Descriptive analysis is intended to describe the percentage of achievement scores of students in learning by using a Project Based Learning model assisted by Ms.Excel and regular Learning. Inferential analysis of data is performed by Two Ways ANOVA. Based on those analyses, the researcher acquires the result. That are: (1) The increasing of students’ creative thinking mathematics ability using Project Based on Learning model assisted by Ms.Excel is higher than regular learning. (2) There is no interaction between mathematical prerequisite ability and model of learning on creative thinking mathematics ability. (3) Students’ answering process that taught by Project Based Learning model assisted Ms.Excel is better than students’ answering process that taught by regular learning

Pengaruh Strategi Pembelajaran Numbered Heads Together (NHT) Berbasis Alat Peraga Ditinjau dari Berpikir Kreatif Matematis Siswa Kelas VIII SMP Muhammadiyah 4 Surakarta

The purpose of this study to examine and analysis (1) the influence of Numbered Heads Together (NHT) learning strategy based on the propstowards mathematics learning results, (2) influence of ability mathematical creative thinking towards mathematical learning results, (3) the interaction of learning strategy and ability mathematical creative thinking to mathematics learning results. Quantitative research with a quasi – experimental design. Population and sample of eight grade junior high school students of Muhammadiyah 4 Surakarta. The sampling technique using cluster random sampling. The data collection technique using the test methods and documentation. Data were analyzed using analysis of variance of two paths with different cell. The results of study with α = 5% is (1) there is influence of Numbered Heads Together(NHT) strategy based on props to the mathematics learning results, (2) there is influence of ability mathematical creative thinking to the mathematical learning results, (3) there is no interaction of learning strategy and mathematical creative thinking towards mathematics learning results

Efektivitas Pembelajaran Matematika dengan Strategi Inquiry dan Problem Based Learning Terhadap Hasil Belajar Matematika Ditinjau dari Kemampuan Berpikir Kreatif Siswa di SMP Negeri 19 Surakarta

There are three aims of the research: (1) analyze and examine the difference influence in implementation of inquiry and PBL strategy on mathematics learning outcomes, (2) analyze and examine the difference effect of the students creative thinking ability on mathematics learning outcomes, (3) analyze and examine the interaction in implementation of inquiry and PBL strategy on the students creative thinking ability on mathematics learning outcomes. This research was a quantitative research with quasi experimental design. Thetechnique of sampling used cluster random sampling. The population of the research was all GradeVII students of SMP Negeri 19 Surakarta academic year 2017/2018. The sample of the research consisted of two classes. And the methods of data collection use the test, questionnaires, and documentation. The data were analyzed using two-way analysis of variance technique with different cell that previously done using Lillifors method for the normality test and the homogeneity test using Bartlett method. The result of the research with α=5% (1) there is a signification effect between learning strategy and mathematics learning outcomes, (2) there is signification effect between students creative thinking ability and mathematics learning outcomes, (3) there is no interaction between implementation of learning strategy and students creative thinking ability on mathematics learning outcomes

Developing Cultural And Character Nations Values Through Mathematics Learning

Education is an attempt to improve the quality of youth in various aspects for the sustainability of society and the nation’s live better in the future. Education is a process of inheritance or the development of cultural values and national character, such as: religious, honest, creative, courageous act, trustworthy, and respectful to others. The process of developing the values that form the basis of character was done in a sustainable manner through a variety of subjects at school. Mathematics is one of the lessons that teach patterns of thinking carefully, creative, decisive, accurate, effective, and efficient. Such mathematics characteristics are believed to help in solving problems that arise in everyday life, such as declining of cultural and character nation values. Therefore, learning mathematics should be done through good planning, suitable approaches, methods and effective learning. Keywords: Education, Value, Nations Character, Mathematic